Cross-discipline investigation of the relationship between academic performance and online resource access by distance education students
AbstractEducational technology implementation often owes more to the technical proficiency of the teaching staff and/or the capacity of the institution than to a student outcome-centred design process. Creation of online resources takes considerable time and involves significant cost to both the institution, for devices and platforms, and to students for devices and Internet connectivity charges. Here, we present a cross-discipline investigation of student engagement with a range of simple resources. Our aim was to determining if the provision of such resources had an impact on student academic performance regardless of the students’ level of academic proficiency. This research focused on students studying first-year introductory subjects at a distance (off campus) from two different faculties, Arts and Science. Analysis of the web access data from the learning management system (Sakai) demonstrated that students who accessed the most resources in terms of diversity and percentage of available resources achieved higher grades. We postulate that the resources prompted students to spend more ‘‘time-on-task’’ and facilitate more active styles of learning. We suggest, however, that students need to be made aware of the value of the resources and how they are best used to enhance academic performance.
Keywords: distance education; online resources; academic performance; virtual learning environments; e-learning
(Published: 3 February 2012)
Citation: Research in Learning Technology 2012, 20: 14430 - DOI: 10.3402/rlt.v20i0/14430
Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.